How master’s-level learning could boost your
practice as an education professional

POSITIVE
PARENTAL
PARTNERSHIPS

How working with parents
and carers will benefit
your classroom

ACCESSIBLE
ARTS

From theatre to dance,
give your lessons some
artistic flare

EPILEPSY
LOWDOWN

Understanding the impact
of the neurological condition

001_TRS_SEN_Spr17_Cover FINAL.indd 1

20/03/2017 14:54

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16/03/2017 12:02

PUBLISHER

Denise Connelly
denise@dcpublishing.co.uk

EDITOR

Lindsay Cochrane
lindsay.cochrane@dcpublishing.co.uk

STAFF WRITER

Kirsty McKenzie
kirsty.mckenzie@dcpublishing.co.uk

DESIGN AND PRODUCTION

Lucy Baillie
lucy.baillie@dcpublishing.co.uk

PRODUCTION ASSISTANT

Lisa McCabe
lisa.mccabe@dcpublishing.co.uk

Editor’s Letter
Hello, and welcome to the
latest edition of Teachers’
Resource SEN!
This issue is brimming with ideas to help you get
ahead in your career, inspiration for the classroom,
and pupil support information too.
If you fancy boosting your career prospects, what
about studying to master’s level? We caught up with
two teachers in SEN schools who’ve done exactly that – and they’re reaping the
rewards. Read all about it on page 12.

SALES

We’ve also been finding out about the issue of sex education in special schools –
and how things need to improve dramatically. Elsewhere, we’ve been finding out
about the benefits of arts education – check it out on page 25.

www.teachersresource.co.uk
@ResourceMagScot

If you fancy a change of scenery, and some exciting learning opportunities for
your students, check out our guide to the country’s best school trip destinations
on page 17 – and if there’s nothing listed in your area? Start making enquiries with
local facilities to find out about access now!

There’s plenty more to feast your eyes on this issue,
so turn the page and get reading!
Until next time,

Lindsay Cochrane, Editor

What’s Inside
PUPIL SUPPORT

PROFESSIONAL LEARNING

We find out more about what needs
to change in sex and relationships
education in special schools.

Fancy boosting your career prospects?
A master’s degree could be the answer.

4 WE NEED TO TALK ABOUT SEX

9

9 TEACHERS AND PARENTS
WORKING TOGETHER
The importance of positive
teacher-parent relationships.

20 UNDERSTANDING EPILEPSY

We put the neurological condition
under the microscope.

23 PREPARING FOR
THE NEXT STEP

Helping your students get ready
for life after school.

www.teachersresource.co.uk

003_TRS_SEN_Spr17_Welcome_Contents.indd 3

GO ONLINE

www.teachersresource.co.uk
For news and features,
and regular updates from
the team, head to the
Teachers’ Resource
website.

12 MISSING PIECE OF THE PUZZLE

IN THE CLASSROOM
17 MINI ADVENTURES

School trips don’t have to be off the table
for pupils with support needs. We take a
look at some of the best locations.

25 ACCESSIBLE ARTS

How dance, drama, music and art can
really open up doors to learning.

30 DYSLEXIA-FRIENDLY FICTION

The font that’s opening up reading to
more and more young learners.

Teachers’ Resource SEN • Spring / Summer 2017

3

20/03/2017 09:12

WE NEED
TO TALK
ABOUT

SEX

Sex education is a vital part of any pupil’s learning
experience, but for years the need for those with additional
support needs to access the right information has been
ignored. We investigate why this needs to change

O

nline pornography, fluid gender
identity, pansexuality, sexting...
The basics of the birds and the
bees may remain unchanged,
but the A-Z of sex today is very different
to how it was 10 years ago. Yet the last
guidelines on sex education haven’t
been updated since 2000 – long before
the advent of social media, online dating
sites and Pornhub. Sex education beyond
scientific fact remains non-statutory, and
the quality of lessons in the schools that
do teach sex education has been graded
‘inadequate’ in 40% of classes by Ofsted.
But if mainstream educators are lagging
behind on the topic, SEN schools are
practically in a different century. According
to a 2010 report by disability charity
Leonard Cheshire, almost 50% of disabled
people surveyed said that they’d received
no sex and relationships education (SRE)
at school. Today, youngsters at SEN
schools remain in the dark – unaware of
even the basics of biology, consent or
relationships – and it’s having dangerous
implications for their self-esteem, safety
and sexual health. So why isn’t more
being done?

4

Teachers’ Resource SEN • Spring / Summer 2017

004-005_TRS_SEN_Spr17_SexEd.indd 4

www.teachersresource.co.uk

16/03/2017 12:18

PUPIL SUPPORT

OUT OF DATE

For Paul Casey, head of programmes at
the Family Planning Association, it’s SRE’s
non-statutory status combined with outdated attitudes that is creating a massive
blind spot within schools.
“Adults look at children and they’ll
see the disability first and the person
second,” explains Paul. “I’ve had parents
say to me, ‘I don’t need to talk about sex
and relationships because my child has
a disability – it doesn’t apply’. Frankly, I
find that staggering – the idea that just
because someone may not want to have
sex, either with themselves or someone
else, that they won’t experience any
sexual feelings and urges at all. But too
often people don’t see disabled people
as sexual beings.”
However, Jennie Williams, managing
director of disability charity Enhance the
UK, understands why carers, parents and
teachers are quick to dismiss a child’s
sexuality. “It’s not their fault – when
you are caring for a child who has a
disability, it’s easy to feel overprotective,”
she explains. “Especially if they’re a
teenager who still needs personal care,
I can understand why it would seem
inconceivable to imagine that that child
is going to want to be sexually active. It
can be really hard for some people to get
their head around.”

MISCONCEPTION

But the widespread misconception that
SEN children are able to dodge the
pitfalls of puberty is coming at a huge
cost. “When you don’t understand your
body and how it works, it opens you up
to potential worst case scenarios and
abuse,” says Jennie. “You can feel very
vulnerable if you don’t feel like a sexual
being like everyone else.”
Mencap have found that children with
a learning disability are more than twice
as likely to be sexually abused by others.
When abuse does occur, they rarely tell
anyone what has happened, let alone

“I’ve had parents
say to me, ‘I don’t
need to talk about
sex and relationships
because my child
has a disability –
it doesn’t apply’.
Frankly, I find
that staggering”
Paul Casey, Family
Planning Association

report the incident to the police. Similar
studies also show that those with mental
disabilities are at high risk for STIs and
domestic abuse, while a 2008 paper on
teenage pregnancy in Wolverhampton
showed that around 28% of teenage
mothers had some form of learning
disability. The same paper found that,
from an SEN school in the area, 40% of its
female pupils became teenage mothers
within 18 months of leaving.
“We know that young people who have
a disability are more vulnerable to sexual
abuse and other forms of abuse,” says
Paul. “So the right SRE education can
have a real safeguarding role for young
people. It’s essential that good SRE exists
in SEN schools.”
Lack of adequate training, however,
means many teachers are still hesitant
to act. “We see a huge resistance from
teachers because most of them are
not actually trained to teach this topic,”
explains Paul. “You may be a really good
teacher, but if you have never actually

been trained in SRE it can be really
hard to know where to start and what
resources are out there. Lack of teacher
training in this area is a significant issue.”

STRENGTHS

Although only a small proportion of
teachers cover SRE as part of their initial
training, Paul believes that most teachers
do have the skills to approach their pupils
on the subject. “I always say, start where
your strengths are and work from there.
Particularly for SEN schools – where they
are teaching across different ages and
abilities – start wherever the strengths
are in your school. So if you have a
particularly good drama department,
start by creating and acting out certain
scenarios. If you’re good at science, start
there, or start with art. The knowledge,
skills, attitudes and feelings that are at
the core of SRE are already done in lots
of other areas of the curriculum. You can
easily adopt sex and relationships into the
discussions you are already having.”
For those who are still uncertain, Paul
suggests taking a look at the school’s
current policy and evaluating it against
the current good practice, or seeking
help from online resources. The Sex
Education Forum is a national charity that
works to support teachers and provides
in-depth information on how to frame
your policy and advice on kick-starting
SRE in your school.
“It’s worth remembering that the kids
might be embarrassed too,” explains
Jennie. “For some disabled pupils, the
last thing they want to do is talk to their
teacher about sex. But teachers are an
integral part of building their confidence
and understanding.
“Information is power, and having
that information will make you feel less
vulnerable. You need to know that your
body is your body and nobody has the
right to do anything unless you want
them to do it,” adds Jennie. “At the end
of the day, all young people should have
the right to access good sex education.
Everybody has the right to be sexually
active if they want to be and everybody
should have the right to be safe.”

Create Partnerships
Working with special needs schools to create superior outdoor spaces

We find out more about the brands working to create inspirational outdoor spaces for schools

C

reate Partnerships brings
together several brands which
all deliver products of an
exceptional standard alongside
excellent customer service. Within their
extensive portfolio, Creative Partnerships
offer numerous products ideal for the
special needs setting.
Timberplay Scotland, Timberplay and
Playgarden all specialise in creating play
environments that will stimulate children
across a wide range of abilities. Inclusive
design can enable and empower those
with special educational needs to
participate in the wonder and power that
outdoor experiences can provide.

The best designs would take a holistic
and co-ordinated approach to create
an outdoor space which supports the
building of social, emotional and life
skills. A consultative approach is ideal,
with designers working closely with
schools to understand the special
requirements of the outdoor environment
and the specific needs of the pupils.
Effective play design for any environment
should go beyond a one size fits all
model, but even more so within a
special needs setting where the specific
physical and cognitive abilities of each
and every pupil must be assessed and
reviewed to ensure each individual child
is catered for.

INCLUSIVE ELEMENTS

A cradle swing is undoubtedly a very
effective piece of inclusive kit, but
beyond this other natural resources,
imaginative landscaping and carefully
selected products can greatly enhance
the quality of the play experience for
disabled and special needs children.
Easily accessible water play, for
example, is one of the most inclusive
play elements around as children of all

abilities and ages find experience with
water very engaging and rewarding.
Although health and safety concerns
can act as a barrier, these fears are
often unfounded and dissipate once staff
understand the potential and far-reaching
benefits of water play.
Sports provision is also an essential
element in special needs outdoor
provision. With outdoor space often
being limited, Multi Use Games Areas
are one of the best ways to provide
durable, low maintenance, flexible
sports facilities. Vica, part of the Create
Partnerships portfolio, have a vast
experience in creating MUGAs of a
superior quality, which can be designed
to fit the specific requirements of the
school. Their flexible product range
can be tailored to the demands of the
school with floor markings designed to
lend themselves to specific games or
sports appropriate for the abilities of
the pupils.

WORKING TOGETHER
When it comes to
education, parents have
their part to play too
– and it’s crucial that
schools, particularly
SEN schools, establish
positive relationships
with the people caring
for their pupils after
the bell rings at the
end of the day. Here are
some tips to help you
develop strong parental
relationships
www.teachersresource.co.uk

009-010_TRS_SEN_Spr17_Parents.indd 9

EARLY INTERVENTION

Nobody knows a child quite like their
parent or carer – so use that knowledge.
Establish relationships early on and get
to know the mums, dads and carers of
your pupils and, more importantly, get to
know the children you’re working with. A
start-of-term parents meeting – maybe an
informal coffee morning or drop-in session
after school – is a great way to get to
know more about the people looking after
the pupils in your class when you’re not
there, and to get some more insight into
their children, their needs, preferences
and what their hopes and aspirations are.
Find out about the child’s background,
their religious beliefs, culture, family setup,
their parents’ jobs – any details you can
get will give you a better picture of the
person they are and how best you can
support them.

ONE-PAGE PROFILES

As well as speaking to parents, ask them
to complete a one-page profile for their
child, detailing everything they feel you
need to know. This will give you a document
outlining their likes, dislikes, learning style,
and anything else their parents or carers
feel is important for you to know. You can
ask them to review it once a term and see if
anything has changed.

HONESTY IS THE BEST POLICY

Establishing open and honest dialogue from
the start is essential. Don’t skirt around the
fact that Jack isn’t achieving as he should
be, or that Ellie’s behaviour is out of control
on a Monday morning. Speak to the parent,
address it, and work together on ways in
which you can tackle the issue, or look for
extra support.
Teachers’ Resource SEN • Spring / Summer 2017

9

16/03/2017 12:22

PUPIL SUPPORT

BE APPROACHABLE

Parents of children with special
educational needs often have more
questions, worries and queries than
they might in a mainstream school, so
it’s important to make time for them if
they have a problem. Consider setting
up office hours when it’s convenient for
parents to pop by after school.

KEEP IT SIMPLE

It’s essential that parents and carers
are a part of all decisions made about
their child’s education. When it comes to
making choices, ensure that you have all
the information on their options to hand
and in an understandable format. For
some parents, SEN is totally new – and it
can be daunting. So make sure you give
them all the information and advice they
need, and identify local organisations
who can offer support too.

GATHER INFORMATION

Put together a pack for parents with
info on local groups who can help,
including national charities and helplines
– anything at all that they might need
to support their child. Having this
information readily available will really
benefit parents – and they’ll see that
you’re on their side. It also keeps you up
to date with legislation and local services.

10 Teachers’ Resource SEN • Spring / Summer 2017

009-010_TRS_SEN_Spr17_Parents.indd 10

LET THEM BE PART
OF THE SCHOOL

Before their children even get started
with you, invite parents and carers into
the school so they understand how you
operate, where things are and what goes
on day-to-day. It’ll give the parents more
trust in what you’re doing – and a better
understanding of what their child is up to
during the day.

SET UP A LINK BOOK

USE YOUR SCHOOL SITE

For some children, a link book is a good
idea when it comes to letting parents
know what they’ve been up to during the
day, but also to keep you up to speed
with what’s going on at home. Each day,
the teacher and the parent can send
notes to one another via the pupil – it
could be that the child refused to eat
their lunch, or there may have been an
incident at home which could affect their
behaviour in class. This really opens up
the lines of communication between
home and school, and offers explanations
for out-of-character behaviour.

TAP INTO TECH

Keeping in contact with
parents is easier now
than every before.
Technology has come

on leaps and bounds and nowadays,
you can get handy smartphone apps
which send reminders and alerts to
parents if there’s anything they need
to know, from homework to school
trips. It avoids relying on pupils to take
home letters, and gets information direct
to the parent or carer. MySchoolApp
(www.myschoolapp.co.uk) is one worth
checking out.

Your school website is a vital tool when
it comes to communicating with parents
– and letting them see that you’re doing
the best you can for their child. Post
photographs, blog updates and any news
online for parents to access and see
what’s going on. For parents who work,
this is especially important – it helps them
feel like a part of the school.

ARRANGE PARENT/
CHILD TRIPS

It’s great to get parents involved in their
child’s education – so what about a
class parent/child trip at the weekend for
everyone to come along? This lets you
meet the parents, and also gives
mums, dads and carers the
POSITIVE
chance to get to know each
PRAISE
other and their
child’s friends.
When a child does something

fantastic? Let their parents know!
An email or letter home to highlight
when a child is doing well, or a
certificate tucked in their school
bag, will really boost both the
child’s and the parents’
confidence.

www.teachersresource.co.uk

20/03/2017 10:15

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Our tactile books are created
in association with BookTrust and designed
with blind and low-vision readers in mind.

It’s time to get up and get ready.
There’s so much to do!
What shall we wear?
What’s for breakfast?
And where will we go?

TRAINING FOR TEACHERS
Certificate in Trauma Informed Schools
(Practitioner Level) 12-day weekend training
Designed for school staff looking to further develop
their skills in order to identify and help children with
mental health problems. Underpinned by the most
recent psychological and neuroscientific research on
child trauma. Trainees will feel empowered with
deeply moving relational, conversational and creative
interventions that change children’s lives.

The Missing
Piece of the
Puzzle
If you want to boost your practice as
an educator, the key to success could
lie in undertaking a master’s course
with a university. We speak with two
practitioners to find out about their
educational experiences

JOHN KEECH

MA Inclusive Education
and Special Educational
Needs and Disability
Manchester Metropolitan
University
John works at Cravenwood Primary
Academy in Crumpsall, Manchester,
which is part of United Learning Trust.
He is one of the vice principals, leading
on inclusion.
What inspired you to undertake the
master’s course at MMU?
It was as simple as enjoying my
NASENCo so much that I wanted
to continue study at this level. The
NASENCo award at MMU allows you
to base all your coursework on your
actual job role, so nothing feels like
an additional chore as it’s all pertinent
to fulfilling your duties as a SENCo.
MMU advertised the MA course as a
continuation of the NASENCo award, but
12 Teachers’ Resource SEN • Spring / Summer 2017

012-013_TRS_SEN_Spr17_Masters.indd 12

with a wider focus on inclusion and not
just SEN.
What did the course involve?
As the NASENCo is a third of an MA,
it felt to me that the remainder of my
time completing the MA was again split
into a further two thirds. This helped
as it gave milestones to aim for. After
the NASENCo, the next third of the MA
included two modules on Understanding
Inclusive Theory and Practice and
Leading Inclusion. The final third of
the MA was research project focused,
with the two main ‘hand-ins’ being our
research proposal before our actual final
research project: this was instead of
writing a more lengthy dissertation. The
course throughout was good for this as
each module often comprised of lesson
attendance, delivering a presentation
and writing an assignment – these things
got you your marks. Throughout, there
were smaller unmarked tasks given,
which involved reading and responding/
instigating conversation on Moodle
(MMU’s intranet).

How did you manage to balance it
alongside your job?
You need to be organised. You need to
dedicate days within your weekend
and a number of set days in your
half-term holidays if you are a teacher
completing this course. Also, you need
to be committed to attend weekend
and night school for approximately 16
sessions a year for the taught elements
of this course.
Would you recommend the MMU
course to others?
Without a doubt. The structure of the
course, the online and face-to-face
support, and the tutors gave me the best
higher education experience of the three
I’ve had (degree and PGCE at two other
universities before this).
To find out more about the MA in
Inclusive Education at MMU, head
to www.mmu.ac.uk, or email course tutors
Dr Sam Fox (samantha.fox@mmu.ac.uk)
or Dr Ruth Hubbard
(r.hubbard@mmu.ac.uk) for further details.
www.teachersresource.co.uk

20/03/2017 12:18

PROFESSIONAL LEARNING

NAOMI JARRETT

MA Deaf Education (Teacher
of the Deaf Qualification)
University of Leeds
Naomi is a qualified teacher of the
deaf, working in a specialist unit for
deaf children within a London
secondary school.
What inspired you to apply for the
MA at Leeds?
I learned British Sign Language (BSL)
as a hobby while I was at university
doing my first degree. Later, when I was
looking to train as a teacher of the deaf,
I was drawn to the Leeds course as
their research focused around
the philosophy of bilingualism, valuing
the use of BSL within deaf education.
How did it work?
The Leeds course is based on distance
learning. We had just one day a term
that involved face-to-face lectures
in Leeds. The majority of the course
was undertaken online through
completing reading, tasks and essays.
This did require a great degree of
self-motivation to come home from
a long day at work and to get stuck
into academic reading! We did also
have a local tutorial group and tutor
that we could meet up with from time
to time. This was incredibly helpful for
developing the more practical
aspects of the course, such as
audiology tasks and speech perception
tests. There was an extended weekend
away as well, where we were taught
audiology skills. I also undertook a
four-week teaching placement in a

different setting from my own which
was extremely enjoyable.
What did the course itself involve?
The course had four main modules that
covered Educational Audiology, The
Context of Deaf Education, Learning
and Teaching in Deaf Education and
Deafness and Development
What did you enjoy most about it?
I really enjoyed being able to have the
opportunity to take a step back from
focusing on the details of my everyday
job to look with a broader perspective
at deaf education as a whole. I was
then able to focus back in on different
specifics of the theories and skills
that I was learning and apply these to
everyday scenarios with my students.
What was the most challenging
element of the course?
Undertaking the course on top of a
full-time job was challenging. Spending
every holiday break studying and
writing essays required a lot of
determination.
What do you feel you’ve taken away
from your MA?
If I can sum up one theme that I learned
on the course, it’s that you can’t put a
deaf child ‘in a box’. Every deaf child
is unique and flexibility is key if we are
to support and encourage that child to
achieve their potential.
For more information on Leeds’
MA in Deaf Education, go to
education.leeds.ac.uk, or email
pgtaught-enquiries@
education.leeds.ac.uk.

WHAT TO STUDY
AND WHERE
MEd Autism

University of Strathclyde
www.strath.ac.uk
This part-time course is great
for those hoping to boost their
understanding of autism spectrum
disorders.

MEd Inclusion and Special
Educational Needs

University of Birmingham
www.bham.ac.uk
This flexible course is available
via distance learning, and can
be completed over one to six
years. Modules include Language,
Literacies and Dyslexia, Autism and
Education of Learners with Multisensory Impairment.

MA Special and Inclusive
Education

University of Nottingham
www.nottingham.ac.uk
A web-based distance learning
course, the MA from Nottingham
covers Relationships and Behaviour,
Communication and Literacy and
Researching Special and Inclusive
Education amongst other modules.

MA Special Educational
Needs

University of South Wales
www.southwales.ac.uk
USW’s postgrad course is great for
teachers hoping to explore the key
issues related to special educational
needs, including areas such as
autism, communication difficulties
and learning disability.
Search for master’s-level opportunities
online at www.findamasters.com

“Every deaf child
is unique and
flexibility is key if
we are to support
and encourage
that child to achieve
their potential”
Naomi Jarrett
www.teachersresource.co.uk

There’s an app
for that...
Let’s get technical – with some clever
apps for smartphones and tablets
Abilipad (iOS, £9.99)

Created by an occupational
therapist to help patients write,
Abilipad is a great way to let
kids express themselves through
letters, words, sentences and pictures.
The customised keyboard can also
modify key sizes, fonts and colours, and
use the text-to-speech function to help
minimise errors.

Make It
(iOS and Android, free)

This nifty tool allows teachers
to create their own educational games
and activities.

Peek-a-Zoo
(iOS and Android, £1.25)

Not only does this app help children
learn animal names, it’s a fantastic way
for them to understand more about
actions and emotions.

Minimal Pairs for
Speech Therapy
(iOS, £3.99)

Designed to help kids develop speech
sound recognition and expand their
vocab and phonetic skills through fun
and vibrant games.

Listen Hear

Spuble

(iOS and Android, free)

(iOS and Android, free)

Designed to assist kids with
listening skills, auditory memory and
auditory sequencing. Listen Hear offers
fun, interactive games that teach kids
everything from the alphabet to tricky
speech sounds.

Spuble aims to bring people who
have a hearing impairment back into
the conversation by creating real-life
speech bubbles, using your tablet to
turn words into text.

10 Ways – A Social
Skills Game
(iOS, free)

10 Ways uses – you guessed it – 10
question types to promote social
interaction and help kids learn to
communicate, develop friendships
and ask and answer questions. A great
app for children who need a helping
hand to build up confidence interacting
with others.

iDo Community

Breathing Zone
(iOS and Android, £3.99)

A great app to use with
children who struggle with
anxiety, Breathing Zone talks the user
through mindful breathing exercises
that help to slow their breathing rate
and keep calm.

What is Dyslexia?
(iOS and Android, free)

A free tool designed
to help kids and adults
better understand dyslexia.

(iOS, free)

Articulation
Essentials
(iOS and Android, £9.99)

Make speech
therapy fun with this handy tool packed
with creative activities, including vibrant
games and flashcards.
www.teachersresource.co.uk

015_TRS_SEN_Spr17_Tech.indd 15

This app has been designed
to help kids with special needs
learn how to act independently in the
community. The game encourages kids
to lead their character through different
scenarios – from visiting the cinema to
the dentist – and rewards points when
they understand what behaviour works
best in each situation.

Me and My Choices
(iOS, £4.99)

Great for ASD students,
this app allows kids to express
themselves by creating an album of
their personal choices, preferences
and areas of interest.
Teachers’ Resource SEN • Spring / Summer 2017 15

16/03/2017 12:23

• Early support and screening for English and Maths
• Easy to follow programmes
• No preparation required
• 5 minute sessions that work
• Excellent for English as an Additional Language (EAL)

The multi-sensory phonics programme which enables
the early identification of potential specific learning
difficulties. The Box provides secure basic skills for
reading, spelling and writing.

Establishes basic concepts of numeracy using multisensory methods and is an intensive catch up programme.
It also teaches time, money, shape, measurement, times
tables and more.

£99.95 (+VAT P&P)

£99.95 (+VAT P&P)

Call us on 01442 878629 or e-mail us at info@fiveminutebox.co.uk for information and to order.

www.fiveminutebox.co.uk

FMB-A4-Advert-v7.indd 1
016_TRS_SEN_Spr17_ADV.indd
16

: @fiveminutebox

: facebook.com/fiveminutebox

12/12/2016 12:15
09:10
16/03/2017

IN THE CLASSROOM

Mini adventures

TOP 6

SCHOOL
TRIP IDEAS
It can take years to perfect your classroom
routine, but sometimes going out of your
comfort zone is just what you – and your
pupils – need. It’s time to get planning that
accessible out-of-school adventure
1 Mousetrap
Theatre Projects

www.mousetrap.org.uk
What? Theatre trips are a
great way to inspire your
students, and London easily
boasts the best theatrical
scene in the world. MTP is
the only organisation that
creates access to West
End theatre for SEND
schools, sending over one
thousand young people
with additional needs to the
theatre every year. Each
term, subsidised tickets for
two productions are kept
aside for SEND schools – all
you need to do is apply. If

a London trip is too far out,
MTP can bring their theatre
workshops to you. Their
bespoke in-school projects
use theatre as a base to
explore important core skills
such as confidence and
communication.
Where? London.
When? To discuss what’s
available, contact Jo on
020 7632 4117, or email
jo@mousetrap.org.uk.
How much? Tickets for
shows are sold at £8 per
ticket, while the creative
learning projects cost
£250 for five 90-minute
sessions, or £500 for a full
week’s residency.

2 Glasgow Science Centre

www.glasgowsciencecentre.org

What?
Perfect for
curious
young
minds, this
awardwinning
centre
pairs
informative
course
material
with handson sciencebased activities. Children aged four to 18 can explore
everything from the human body to the cosmos.
The building has accessible toilets, and induction
loops are available in the IMAX cinema, front desk,
auditorium and the Science Show Theatre.
Where? Just outside Glasgow city centre.
When? Wednesday to Friday, 10am-3pm, from 31
October to 31 March, and then 10am-5pm seven days
a week for the rest of the year.
How much? To visit the Science Mall and take part
in one activity (workshop, planetarium show, science
show or IMAX film), it costs £4 per student. Science
Mall plus two activities costs £6 per pupil. One
teacher per five pupils is admitted for free.

3 Disability Snowsports UK

www.disabilitysnowsport.org.uk

What?
Snowsports
don’t need
to be a
pipe dream
– thanks
to DSUK’s
fantastic
lessons,
your pupils
will be
conquering
the slopes
in no time. DSUK run classes, fronted by specially trained
instructors with plenty of experience in working with people
with disabilities, for school groups of up to seven students,
teaching them everything they need to know to master the
mountains. From skiing to snowboarding and mono-skiing,
there’s something out there for everyone, and plenty of
exciting new skills to learn.
Where? Lessons are available at ski centres across the
UK, from Tamworth to Hemel Hempstead and Glasgow’s
Snow Factor.
When? Call 0845 521 9338 for more information.
How much? £117 for a group of seven. All lesson prices are
based on one-hour sessions, but 90-minute and two-hour
lessons are also available.

www.teachersresource.co.uk

017-018_TRS_SEN_Spr17_SchoolTrips v2.indd 17

Teachers’ Resource SEN • Spring / Summer 2017

17

17/03/2017 16:16

IN THE CLASSROOM

www.cadburyworld.co.uk

What? More than 2,000
school groups visit Cadbury
World each year – and it’s
not hard to guess why! Kids
will be overjoyed at the
chance to visit some real-life
Willy Wonkas and get insight
into the secrets behind the
nation’s favourite chocolate.
In addition to audio and touch
tours, kids can also complete
colouring activities and
Chocolate Trail worksheets

during the tour – teachers just
need to download the free
worksheets before they go.
Where? Birmingham.
When? Open daily,
9.30pm-3pm. Times can
vary depending on the time
of year, so call ahead
to check.
How much? Schools and
colleges with groups of 15
or more pay £9.65 per pupil.
Adults pay £10.70, with one
free adult admission for every
eight paying school children.

5 Eureka! The National
Children’s Museum

www.eureka.org.uk

What? This
fully accessible
museum aims to
inspire children
to discover more
about themselves
and the world
around them
through interactive
exhibits and
activities. The
Wonder Walk, for
example, features scented plants that encourage visitors
to use all their senses and feel, listen, pull and smell
everything around them. The venue also offers specially
adapted educational workshops to suit your pupils’
needs, plus chill-out rooms, signed interpretations and
accessible toilets.
Where? Halifax.
When? Tuesday to Friday, 10am-4 pm.
How much? Self-guided trips cost £6 per child, while a
combined workshop and gallery visit, led by their fullytrained museum team, costs £7.25 per child. One free
adult ticket for every five child tickets purchased.

What? The animal
kingdom is a
source of constant
wonder for young
minds, so your
pupils will love the
chance to
turn the great
outdoors into
their very own
classroom. At
Blair Drummond,
most of the site
is fully accessible
and children of all
ages and abilities
will have the
opportunity to see
rare artefacts and
come face-to-face with their favourite animals.
Where? Near Stirling – less than an hour’s drive from
Glasgow or Edinburgh.
When? Open daily, 10am-5.30pm, 18 March to 29 October.
How much? Entry costs £11 for adults and £8.50 for children
(3-14 years). For group visits, you get one free adult for
every 10 paying children. If you want to do more than
see the animals, the park’s education department can
provide additional activities, for a small extra charge, such
as touch tables or interactive sessions. Email education@
blairdrummond.com for more details.

Aberdeen Performing Arts is a charity registered in Scotland, No.SC033733

Education sessions are
delivered at the Zoo and
cover a wide range of exciting
subjects, some including
hands-on experiences with
some of our smaller animals.

SEE THE
WORLD AT...
RZS S ED IN BU RGH ZO O
To find out more information and book,
email education@rzss.org.uk
or phone 0131 314 0324
rzss.org.uk/education

019_TRS_SEN_Spr17_ADV.indd 19

#EdinburghZoo

17/03/2017 16:35

PUPIL SUPPORT

Understanding

EPILEPSY

With the condition affecting one in 103 people in the UK, epilepsy
is far more common than you might think – and it’s important that
teachers and support staff get clued up on how best to support
those affected. We find out more from Epilepsy Action

W

hether you work in a special
education environment or
not, the chances are that, as
a teacher, you will teach a
pupil with epilepsy at some point in your
career. In the UK, 600,000 people have
epilepsy, with 87 people diagnosed with
the condition every day.
“Epilepsy is diagnosed when
somebody has recurrent seizures, as
opposed to a single seizure,” explains
Cherry Lander, advice and information
services officer at Epilepsy Action, the
UK charity which works to improve the
lives of people with epilepsy in the
community. “There are lots of different
types of epilepsy and lots of different
types of seizure, and the way in which it
affects people is really varied.”

UNDERSTANDING

Which is why Epilepsy Action has
produced some useful resources
to help teachers get a better
understanding of the condition and
how it affects their pupils. There are 40
different types of seizure, and some
people with epilepsy might have more
than one type of seizure. Seizures occur
for a variety of reasons, from tiredness
to flickering lights.
Amongst Epilepsy Action’s education
resources are videos which explain
different types of seizure, and how to
respond. They also have two free online
courses – the first is a more general

20 Teachers’ Resource SEN • Spring / Summer 2017

020_TRS_SEN_Spr17_Epilepsy.indd 20

course aimed at all school staff, while
the second goes a bit more in-depth.
“Some people use the short films for
the whole school, and then the class
teacher or the SENCo who needs that
in-depth knowledge will do the course
for teachers,” explains George MatsonPhippard, the charity’s electronic
learning officer. “That’s why we have the
wide selection of resources, so you can
pick and choose.”

need brought up to speed and can
carry on with their day – but it’s
important to keep an eye out for any
signs or symptoms.

IMPACT

AWARENESS

Epilepsy can have an impact on pupils’
learning in a variety of different ways
– and it’s worth remembering that it’s
a very individual condition. For some,
it can cause issues with memory or
attention, and there’s the associated
emotional impact too.
“If a pupil has a seizure in the
classroom, it could be a tonic-clonic
seizure, which is where you lose
consciousness and start to shake,
so they might need to have first aid,”
George says. “They might need taken
out of the class, and it might mean
missing lessons, especially if their
seizures aren’t controlled.”
With absence seizures, which last for
seconds but can occur in clusters, it can
often look like children are daydreaming
or not paying attention, which can make
them difficult to diagnose – and can
mean they miss a lot of what’s going
on in class. In most cases, children just

600,000 people
in the UK have
epilepsy

What Cherry and George both stress is
the importance of updating your own
knowledge of epilepsy – and for your
whole school, pupils included.
“Children with epilepsy need support
socially, and they need support with
managing it in the classroom,” Cherry
points out. “There is still a level of
stigma around epilepsy. Raising
awareness means everybody is more
informed and they’re less likely to see it
as a really big problem.”
Check out Epilepsy Action’s education
resources to educate yourself – and
your wider school community.

MORE INFORMATION
Epilepsy Action
learn.epilepsy.org.uk
0800 800 5050

www.teachersresource.co.uk

20/03/2017 09:24

FINGER GYM
The FINGER GYM programme helps to develop
strong, flexible fingers, hands and arms.
It promotes better hand-eye coordination,
differentiated movement and manual dexterity.
It fosters children’s use and understanding of
spoken language. It builds cognitive abilities and
provides opportunities to practise self-regulation.
Above all it helps hand to prepare physically for
writing, building the secure foundation required
for the acquisition of legible, rapid and fluent
handwriting.
FINGER GYM is suitable for all children from
nine months to nine years. It is an invaluable
play resource for parents and carers,
teachers classroom assistants and early years
practitioners, SEN coordinators, speech
therapists and occupational therapists.

For more information about training and the book please contact:
Galina Dolya at galina.dolya@yahoo.com
See also

• Providing accommodation and support
options for adults 18+ including residential,
supported living and short breaks.
• Supporting transition from an
educational environment, the family
home or other providers.
We understand the importance and impact
of a successful, personalised transition plan,
particularly for younger people reaching
adulthood. This forms the start of a full person
centred plan focusing on goals and aspirations,

021_TRS_SEN_Spr17_ADV.indd 21

dedicated support required and leisure, work
and social opportunities.
Contact us for more information on our
services across the UK for adults with learning
disabilities, autism and complex needs.

www.consensussupport.com

0808 223 5320
enquiries@consensussupport.com
Our service in Ipswich is dedicated to children and
adolescents aged 14 – 25 with complex needs.

20/03/2017 10:39

QAC resource SEN 94x137.5_Layout 1 27/02/2017 4:11PM Page 1

Queen Alexandra College
A National College for People with Disabilities

For young people nearing the end of their school career, the big question for
many is: what next? We take a look at the importance of the transition process,
with some tips from the experts on how staff can best support pupils throughout

T

ransition can be a complex
process for any young person
moving from one stage of their
life to the next, but it’s even more
complicated when they have additional
support needs to take into consideration.
For most pupils in SEN schools, there’s
a handful of options for after school –
further education college, supported
employment, supported living, residential
care or a combination of these things.
And it’s all about careful planning, and
support from the local authority, to get
them to their chosen destination.
“It’s the teaching staff and transition
staff within the school who have the
biggest access to these young people
in the key period of time running up
to when they’re due to leave school,”
points out Bernie Middlehurst, referrals
manager for Consensus, the UK-wide
provider of specialist residential care
and supported living services for people
with learning disabilities and a range of
other additional needs. “They need to be
working closely with parents – to be able
to help the students and the student’s
parents navigate what is a very confusing
system.”

really start until the age of 16 or 17.”
Consensus believe that, whatever
the child’s current situation, abilities
and potential, it’s important that schools
establish a relationship early on with
their parents or carers – and class
teachers, whether responsible for
transition or not, have a key part to play.

ASPIRATION

“We often find when talking to parents
of students approaching this critical
stage in their life that, although the
young person themselves and their
families may have aspirations regarding
their future, these are not reflected in
the support options being discussed.
No matter how complex a person’s
disabilities, it is rarely the case that
further development of skills is
impossible or that ways cannot
be found to support the
individual to undertake
some tasks and
contribute in
some way
that will
be

valued by others.”
He advises too that school staff
should research what’s available in the
local area for students, whether that’s
specialist college courses, support
schemes, day centres, care services or
employment opportunities.
“Practitioners and transition workers
within schools and colleges need to
know the differences between the
different models in care – residential and
supported living,” Bernie points out. “And
understand the expectations of the local
authority too.”

MORE INFORMATION
For more information on the support and
services offered by Consensus, head to
www.consensussupport.com

EARLY START

He says that it’s important for schools to
start thinking about transition as early as
possible. Current legislation suggests
that the planning process should
commence at 14-plus, but this often
doesn’t occur until the age of 17 in some
schools, which can be too late.
“In terms of planning, young people’s
needs do change between 14 and 18,
or whenever they’re leaving school.
Services can change in that space of
time too, or new services will have been
developed,” points out Bernie. “But it’s
good to start thinking about transition as
early as possible – start forward planning
at 14-plus – albeit the detailed work can’t
www.teachersresource.co.uk

023_TRS_SEN_Spr17_Transition.indd 23

Teachers’ Resource SEN • Spring / Summer 2017 23

17/03/2017 16:14

024_TRS_SEN_Spr17_ADV.indd 24

16/03/2017 12:12

IN THE CLASSROOM

ARTS
T

he arts are incredibly powerful.
Through music, drama, dance
and visual art, we can explore
complex social issues, spark
political debate, evoke emotion in
even the stoniest of hearts – and in
education, it’s the ideal platform to
tackle difficult curricular areas and get
kids thinking outside the box.
Research from the University of New
Mexico has shown that involvement
in the arts increases student
achievement across all subject areas,
as well as their social and adaptive
skills – which is why it’s disappointing
to see fewer pupils opting to study
arts-related subjects at GCSE and
A-level, with arts departments in some
schools disappearing altogether.
The benefits of arts education are
wide reaching – and it can boost
pupils’ achievement across the entire
curriculum. In SEN schools, teachers
can use performing and visual arts
in a range of clever ways to get their
pupils communicating, creating and
understanding in new, different and
interesting ways.

CREATIVE COMMUNICATION

“We believe the arts foster what we call
creative communication and empathy,
which are totally crucial skills for anyone
to have when they are employed,”
explains Paul Morrell, director of
education and training at Chickenshed,
the inclusive theatre company. “The
curriculum becomes so narrow and
so focused on certain subjects that
kids achieve in those and then leave
and struggle to work in groups, to
communicate, to find creative solutions
to problems. That’s the kind of thing
that performing arts really can help
with. We believe those things are
crucially important.”
And Chickenshed have seen first hand
just how beneficial arts education is. The
company, which was founded in 1974, is
fully inclusive, encouraging people of all
abilities and backgrounds to get on stage
together to create and perform side
www.teachersresource.co.uk

025-026_TRS_SEN_Spr17_Arts.indd 25

From drama to dance, visual arts to music,
the arts have plenty to offer learners –
but how do you make it work in an SEN
environment? We explore the benefits of
arts education for learners with special
educational needs and disabilities

by side. One of their most successful
projects is in education, where they team
up mainstream schools with SEN schools
in the same area, and work with the
children to produce a show.
“The first year we did it, in 1995,
it culminated in a huge event at the
Royal Albert Hall, where we paired a
mainstream and
special school in
each of the boroughs
of London, so it
was like a Londonwide Chickenshed
inclusive theatre
project,” Paul reflects.
“We included our own
children’s theatre
and youth theatres
as well, so the cast
was about 1,500.
For a slice of time,
in our minds, all of
London was working
in an inclusive way
together.”

LEVELLER

Because the arts are a great leveller.
Everyone can play a part, whether
they’re the lead in the end-of-term play
or the person with the important job of
opening the stage curtain for the drama
to commence. It’s a real team effort, a

IN THE CLASSROOM
chance to be a part of something that’s
energised, creative, visual and exciting –
and, crucially, you can take part whatever
your ability. For some children, it might
be the first time they get to participate in
something so large too.
“Our philosophy is all about getting
schools to work together and learn from
each other,” Paul says. “We believe that
it’s for mutual benefit. It’s not just that
the mainstream child benefits the child
from the special school – it’s both of
them learning something mutually new
and beneficial about each other, and it
pushes along the achievement of both
groups. To the extent that you almost
forget that there is a distinction of any
kind at all.”
Arts education doesn’t have to be
about producing an impressive play
or dance recital. It can seep into other
elements of the curriculum too and
help learners who perhaps struggle
with learning in a traditional context to
understand different concepts, thanks to
the visual nature.
“Recently, we went into a primary
school and we were getting children
to create obtuse angles and acute
angles by lying on the floor and making
the angles with their bodies, literally
visualising those things,” Paul explains.
“Performing arts, we believe, has quite
a special part to play in the inclusive
education agenda. It can really open
things up.”
Arts integration can take lots of
different forms. Whether you’re getting a
child to create a piece of artwork during
speech therapy and asking them to talk
you through it, or you’re using dance
and movement to bring words on a
page in an English lesson to life, there
are lots of different ways to break down
barriers to learning and get kids involved.

26 Teachers’ Resource SEN • Spring / Summer 2017

025-026_TRS_SEN_Spr17_Arts.indd 26

“There’s no other vehicle, in mainstream or
special education, where kids can put out
both their ideas and their feelings, their
thoughts and reflections, and the issues
that they’re bringing from home”

Paul Morrell, Chickenshed

WELLBEING

And while the arts have the potential to
really boost achievement, participation
and enjoyment in education, Paul
reckons there’s one benefit which
overarches them all.
“Never mind the learning side of it, just
for children’s wellbeing
– it’s so important,”
he says. “There’s
no other vehicle, in
mainstream or special
education, where
kids can put out both
their ideas and their
feelings, their thoughts
and reflections,
and the issues that
they’re bringing from
home. Empathy can
be encouraged. It’s
almost like exploring
those things in a
non-threatening
environment. There are
so many ways in which
the arts can help and
foster huge wellbeing,

but at the same time foster and open up
educational concepts.”
To boost your school’s arts output, or
to integrate a bit more creativity into your
lessons, get in touch with Chickenshed
or local arts organisations to see what
sort of support is out there.
“In performing arts especially, kids
can overcome limitations and narrow
expectations and end up doing things
that no one expects,” Paul adds. “It’s
immensely powerful.”

he latest analysis of clinical
outcomes of play therapy
delivered to Play Therapy UK’s
standards compares parents’
observations to those of the referrer,
often the child’s teacher. Both sets
are based on the completion of the
Goodman Strengths and Difficulties
Questionnaire before and after therapy.
This measure is the one used to
nationally survey the mental health of
British children.

PARENTS

• the use of a wide range of creative
arts media – drawing/painting; sand
tray; clay; music; puppets; masks;
movement; creative visualisation;
therapeutic storytelling;
• the use of both non-directive and
directive methods;
• practice and research
Training to PTUK standards gives
admission to the Register of Play
and Creative Arts Therapists, which is
accredited by the Professional
Standards Authority.

PLAY THERAPY IN SCHOOLS

Many schools have had cuts in
funding coupled with concerns
over teacher numbers.
Play therapy is an effective way
of reducing teacher stress and
enabling larger class sizes by
reducing the number of disruptive
pupils. It has also been shown to
improve pupils’ ability to learn more
effectively, as well as their emotional
well-being. A good and a measured
use of funds.

Eighty per cent of the children referred
with a borderline or abnormal condition,
show a positive change. This result is
based on 10,130 cases. Eighty-three per
cent of the girls show a positive change
compared to 78% of the boys.

REFERRERS

Seventy-seven per cent of the children
referred with a borderline or abnormal
condition show a positive change. This
result is based on 10,840 cases, of which
31% were girls and 69% boys. Eighty per
cent of the girls show a positive change
compared to 75% of the boys.
These data show a very similar result,
comparing parents to referrers who
are observing the children in different
environments. This suggests that play
therapy is effective in enabling children
to cope in many situations.
There is an important caveat.
The results have been obtained
where play therapy has been delivered
by therapists trained to Play Therapy
UK standards. This uses an Integrative
Holistic Model that integrates:
• Working with unconscious and
conscious processes;

MORE INFORMATION
Find your local Play Therapists online at www.playtherapyregister.org.uk. For further information about training to PTUK standards, head to
www.playtherapy.org.uk/trainingcoursescontent.html or email mokijep@majemail.com.
28 Teachers’ Resource SEN • Spring / Summer 2017

Inside the Dome
Inside the magical atmosphere of the Dome, we
can accommodate up to 25 people. Wheelchairs
can also be accommodated as we can lift the sides
of the Dome for a dramatic entrance! We have
different show topics inside the Dome. For a first
experience try “Space and Rockets”: an imaginary
trip off the Earth and into Space to explore the awe
and wonder of the night sky.

Our shows are interactive and Hands-On. Our
presenters use Makaton to support science learning
and take care to help every child feel comfortable
and excited! We will always adapt our shows for
different interests, ages, ability and needs of your
children and, as we come to you, we can work
around your timetable for buses, lunches and breaks.

Science Bubbles!
We also have shows that don’t use the Dome and
involve exciting chemistry: freezing fog, fire and
flashes. The Bubble show is a firm favourite: full of fun
and surprises, the children will delight in bubbles that
float and sink, grow and shrink, burn and explode!

For more information visit www.explorerdome.co.uk or call 0117 914 1526

029_TRS_SEN_Spr17_ADV.indd 29

20/03/2017 15:14

IN THE CLASSROOM

DYSLEXIA-FRIENDLY
FICTION
Six million Britons are living with dyslexia. And with Braille and large-print editions already
on sale, could dyslexia-friendly books be the next big thing in your classroom? We found out

I

think that it is important for all people,
children or adults, to be able to
read and enjoy books – regardless
of their abilities,” says Ellis Moore,
acquisitions editor at publishing firm
WF Howes.
It was this belief – that reading should
be accessible to all – that motivated Ellis
and her team to publish a special edition
of the Harry Potter and the Cursed Child
book for dyslexic readers.
“I tried to imagine how it would be
to grow up not being able to read
my favourite Harry Potter books, and
at this point, I made the decision to
approach our senior management with
the suggestion of creating a large-print
dyslexia version of The Cursed Child,”
says Ellis.

MORE TO DO

The Leicester-based publisher, which
specialises in audiobooks and large-print
editions, has been developing ways to
adapt and improve accessible reading
for years. But it was only when it came
to their attention that 10-15% of the UK’s
population struggled with dyslexia that
30 Teachers’ Resource SEN • Spring / Summer 2017

030_TRS_SEN_Spr17_Dyslexia.indd 30

they realised more needed to be done.
“That’s a reasonably large chunk of
readership that isn’t being given the
opportunity to enjoy and love books,”
explains Ellis. “We publish books in so
many ways, for so many different reading
groups, but why not a hard-of-sight and
dyslexia group?”
Thanks to research from the University
of South Wales and the British Dyslexia
Association revealing that a slightly
altered format could make it easier
for those with the condition to focus,
dyslexia-friendly editions of our favourite
stories could become the norm.
“We worked alongside Professor
Amanda Kirby from the university and the
British Dyslexia Association,” says Ellis.
“With their knowledge and guidance, a
brief was created that not only assessed
the dyslexia font, but also the whole
formatting of the book in general. For
example, addressing paper thickness
and its colour, ink colour and margins
on pages.”

EASY READING

Dyslexia-friendly fonts are also becoming

more and more common across the
world. Christian Boer, a dyslexic designer
from Holland, created his own font called
Dyslexie in an effort to make reading
easier for himself and others. The font,
which features taller, more bottom-heavy
letters, has since gone on to be used by
Penguin, Nintendo, Pixar and Google.
“I think there definitely needs to be
more awareness that dyslexic readers
should have as much access to books
as those without dyslexia,” says Ellis.
“Whatever the genre; books inspire
us. They capture our imagination and
allow us to think beyond the realms of
everyday life and circumstance. Books
offer a creative space that, especially
with children, allows the mind to grow
and evolve.”
While Ellis admits they are still in the
early stages of exploring further dyslexic
reading options, she promises this effort
won’t be the last.
“The feedback has been fantastic,”
says Ellis. “We even had a lovely
customer tell us how happy her 10-yearold son is that he can finally read one of
the Harry Potter stories by himself. That,
for me, was hugely rewarding.”
www.teachersresource.co.uk

16/03/2017 12:26

“Create a Music Garden”
Percussion Play create beau t iful accessible music gardens for everybody everywhere.
Ou tdoor musical inst ruments are fully accessible sui table for children and young
adul ts in complex and mul t iple special needs environments.